In this activity there is a graph and a picture of a runner right below the graph. What this activity does is have the user create a graph, where the variables are distance and time. Once you create the graph you can click on the runner below and the runner will move and complete a 40-meter dash according to the graph that you created right above it. The way in which you manipulate the graph affects the runners distance traveled, the speed in which they are running, and the direction in which they run. This is great because you can see how the variables on the graph relate to the real world scenario.
(2a) NYS Standards
A2.PS.4 Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
A2.CM.2 Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams
A2.CM.4 Explain relationships among different representations of a problem
A2.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situation
A2.CN.6 Recognize and apply mathematics to situations in the outside world
(2b) National Education Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: (a) apply existing knowledge to generate new ideas, products, or processes. (c) use models and simulations to explore complex systems and issues. (d) identify trends and forecast possibilities
(3) Why do you think this is a good inquiry based activity? I think this activity is great. I actually used it in my Algebra II/Trigonometry class the first week of school this year. I think this is a good example of inquiry based learning because what I had my students do was great a graph and manipulate the variables of the graph (distance and time) to see what the outcomes would be, this being watching the runner complete the 40-meter dash. They can explore questions such as "what happens when the graph increases/decreases?" and "What happens to the runner when you graph a straight line?" I also had them construct a graph that models several situations that I gave them. What is also important is noticing the relationship between the slope of the line and the speed of the runner. I had them explore what would happen if the slope of the line is positive, negative, and zero. You can even add a second runner on the graph and have students make a real world connection to see what the intersection of the two graphs means. There are also several multiple choice questions located below this activity that the students can answer.
The activity that I am using comes from explorelearning.com.
Name of activity: Distance and Time Graphs.
Link: http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=625#myself%23cHelp.dspMactelDetect&plugin=sw
In this activity there is a graph and a picture of a runner right below the graph. What this activity does is have the user create a graph, where the variables are distance and time. Once you create the graph you can click on the runner below and the runner will move and complete a 40-meter dash according to the graph that you created right above it. The way in which you manipulate the graph affects the runners distance traveled, the speed in which they are running, and the direction in which they run. This is great because you can see how the variables on the graph relate to the real world scenario.
(2a) NYS Standards
A2.PS.4 Use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically)
A2.CM.2 Use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, and diagrams
A2.CM.4 Explain relationships among different representations of a problem
A2.CN.3 Model situations mathematically, using representations to draw conclusions and formulate new situation
A2.CN.6 Recognize and apply mathematics to situations in the outside world
(2b) National Education Technology Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
(a) apply existing knowledge to generate new ideas, products, or processes.
(c) use models and simulations to explore complex systems and issues.
(d) identify trends and forecast possibilities
(3) Why do you think this is a good inquiry based activity?
I think this activity is great. I actually used it in my Algebra II/Trigonometry class the first week of school this year. I think this is a good example of inquiry based learning because what I had my students do was great a graph and manipulate the variables of the graph (distance and time) to see what the outcomes would be, this being watching the runner complete the 40-meter dash. They can explore questions such as "what happens when the graph increases/decreases?" and "What happens to the runner when you graph a straight line?" I also had them construct a graph that models several situations that I gave them. What is also important is noticing the relationship between the slope of the line and the speed of the runner. I had them explore what would happen if the slope of the line is positive, negative, and zero. You can even add a second runner on the graph and have students make a real world connection to see what the intersection of the two graphs means. There are also several multiple choice questions located below this activity that the students can answer.